Utilización de la lógica borrosa en la selección de personas e ideas para la participación en programas públicos de ayuda a la creación de empresas

[ES] Se propone en este trabajo un modelo de control borroso que ayude a filtrar y seleccionar las solicitudes de subvención que pueda recibir una institución pública en un programa de fomento para la creación y desarrollo de nuevas iniciativas empresariales. Creemos que la utilización de la lógica borrosa presenta ventajas sobre los procedimientos ordinarios ya que nos movemos en un escenario de actuación complejo y vago. El control borroso introduce el conocimiento de los expertos de un modo muy natural mediante variables lingüísticas y procesos de inferencia propios del lenguaje ordinario, lo que facilita la toma de decisiones en situaciones complejas. Nuestro modelo considera por un lado la idea empresarial y por otro la persona . Los indicadores y criterios que los expertos consideran relevantes para la evaluación de la subvención son modelados mediante variables lingüísticas y tratados como antecedentes y consecuentes de un motor de inferencia borroso, cuya salida nos proporciona la valoración final de la solicitud. Al final de nuestro trabajo resolvemos un caso práctico sencillo para aclarar el procedimiento.

Linguistic Polarization and Conflict in the Basque Country

This paper investigates the relationship between linguistic polarization and conflict in the Basque Country. During the 40 years of Franco’s dictatorship the use of the Basque language was banned. Therefore, there may be some linguistic roots underlying the conflict in the Basque Country. We show that at the municipality level, linguistic polarization reduces the level of conflict. This finding is robust to various ways of measuring linguistic and ideological polarization and the inclusion of other covariates. In addition, we find that a high level of the stock of human capital is beneficial for reducing conflict intensity.

La implicación del estudiante con la escuela

[Es]El objetivo de esta investigación ha sido analizar la implicación o compromiso de nuestros estudiantes con sus centros escolares. La implicación posee un componente conductual (la participación) y un componente psicológico (la identificación con el centro escolar). La muestra está compuesta por 656 alumnos de 14 colegios del País Vasco y Cataluña, divididos según diferentes tipologías de centro: 179 en pública-primaria, 151 alumnos en concertada-primaria, 203 alumnos en pública¬-secundaria y 123 alumnos en concertada-secundaria. Los resultados indican que las percepciones en las escalas de participación e identificación son más altas en los centros concertados, de primaria y con una sola línea educativa y modelo lingüístico. Así mismo hemos comprobado que existen correlaciones entre las dos dimensiones de la implicación y las variables independientes analizadas: autoconcepto y motivación académica, tipología de centro, trabajo de los profesores y el entorno familiar.

Aplicación del Aprendizaje Basado en Problemas para el estudio de Funciones Reales de Variables Reales

Duración (en horas): De 21 a 30 horas. Nivel educativo: Grado

EUSMT: incorporating linguistic information to SMT for a morphologically rich language. Its use in SMT-RBMT-EBMT hybridation

148 p.: graf.

¿Reflejan los índices de riesgo país las variables relevantes en el desencadenamiento de las crisis externas? Un análisis sobre el periodo 1994-2001

[ES] El objetivo de este trabajo es establecer en qué medida los índices de riesgo país más utilizados por la comunidad económica y financiera internacional, en concreto, el índice de Euromoney y el ICRG, recogen las variables relevantes en el desencadenamiento de las crisis monetarias y financieras externas, como un aspecto básico en la evaluación de su capacidad para medir adecuadamente el riesgo de los diferentes países.

Behavioral profile of adults with Prader-Willi syndrome : correlations with individual and environmental variables

Background: Maladaptive behavior has been reported as a phenotypical feature in Prader–Willi syndrome (PWS). It severely limits social adaptation and the quality of life of children and adults with the syndrome. Different factors have been linked with the intensity and form of these behavioral disturbances but there is no consensus about the cause. Consequently, there is still controversy regarding management strategies and there is a need for new data. Methods: The behavior of 100 adults with PWS attending a dedicated center was assessed using the Developmental Behavior Checklist for Adults (DBC-A) and the PWS-specific Hyperphagia Questionnaire. The DBC-A was completed separately by trained caregivers at the center and relatives or caregivers in a natural setting. Genotype, gender, age, degree of obesity and cognitive impairment were analyzed as variables with a hypothetical influence on behavioral features. Results: Patients showed a relatively high rate of behavioral disturbances other than hyperphagia. Disruptive and social relating were the highest scoring DBC-A subscales whereas anxiety/antisocial and self-absorbed were the lowest. When hospital caregiver and natural caregiver scores were compared, scores for the latter were higher for all subscales except for disruptive and anxiety/antisocial. These effects of institutional management were underlined. In the DBC-A, 22 items have descriptive indications of PWS behavior and were used for further comparisons and correlation analysis. In contrast to previous reports, rates of disturbed behavior were lower in patients with a deletion genotype. However, the behavioral profile was similar for both genotypes. No differences were found in any measurement when comparing type I and type II deletions. The other analyzed variables showed little relevance. Conclusions: Significant rates of behavioral disorders were highlighted and their typology described in a large cohort of adults with PWS. The deletion genotype was related to a lower severity of symptoms. Some major behavioral problems, such as hyperphagia, may be well controlled if living circumstances are adapted to the specific requirements of individuals with PWS.

Use of generalised additive models to categorise continuous variables in clinical prediction

13 P.

Word frequency cues word order in adults: cross-linguistic evidence

[EN] One universal feature of human languages is the division between grammatical functors and content words. From a learnability point of view, functors might provide entry points or anchors into the syntactic structure of utterances due to their high frequency. Despite its potentially universal scope, this hypothesis has not yet been tested on typologically different languages and on populations of different ages. Here we report a corpus study and an artificial grammar learning experiment testing the anchoring hypothesis in Basque, Japanese, French, and Italian adults. We show that adults are sensitive to the distribution of functors in their native language and use them when learning new linguistic material. However, compared to infants’ performance on a similar task, adults exhibit a slightly different behavior, matching the frequency distributions of their native language more closely than infants do. This finding bears on the issue of the continuity of language learning mechanism.

Polímeros de Coordinación con Centros Metálicos en Entornos de Coordinación Variables: Posibles Aplicaciones.

Presentación de power point. Comunicación oral presentada en el 1er Simposium sobre Propiedades y Aplicaciones de MOFs y COFs, celebrado en Granada en abril de 2015

Valorization of scrap tires pyrolysis oil (STPO) through a 2-stage hydrotreating-hydrocracking strategy. Process variables and kinetic modeling

232 p.

Hidrocraqueo de aromáticos ligeros a n-alcanos C2+. Variables de proceso y modelado cinético

323 p.

Proposal and validation of methodologies for the categorisation of continuous variables in the development of prediction models

158 p.

Effects of an emotional intelligence program in variables related to the prevention of violence

In recent decades, numerous studies have shown a significant increase in violence during childhood and adolescence. These data suggest the importance of implementing programs to prevent and reduce violent behavior. The study aimed to design a program of emotional intelligence (El) for adolescents and to assess its effects on variables related to violence prevention. The possible differential effect of the program on both genders was also examined. The sample comprised 148 adolescents aged from 13 to 16 years. The study used an experimental design with repeated pretest-posttest measures and control groups. To measure the variables, four assessment instruments were administered before and after the program, as well as in the follow-up phase (1 year after the conclusion of the intervention). The program consisted of 20 one-hour sessions. The pretest-posttest ANCOVAs showed that the program significantly increased: (1) El (attention, clarity, emotional repair); (2) assertive cognitive social interaction strategies; (3) internal control of anger; and (4) the cognitive ability to analyze negative feelings. In the follow-up phase, the positive effects of the intervention were generally maintained and, moreover, the use of aggressive strategies as an interpersonal conflict-resolution technique was significantly reduced. Regarding the effect of the program on both genders, the change was very similar, but the boys increased assertive social interaction strategies, attention, and emotional clarity significantly more than the girls. The importance of implementing programs to promote socio-emotional development and prevent violence is discussed.